Research Article
Cognitive Conflict of IAIN Tulungagung Students with Independent Cognitive Style in Solving Integral Problems
@INPROCEEDINGS{10.4108/eai.16-10-2019.163229, author={Sutopo Sutopo and Akbar Sutawidjaja and Cholis Sa'dijah and I Nengah Parta}, title={Cognitive Conflict of IAIN Tulungagung Students with Independent Cognitive Style in Solving Integral Problems}, proceedings={Proceedings of the 1st International Conference on Business, Law And Pedagogy, ICBLP 2019, 13-15 February 2019, Sidoarjo, Indonesia}, publisher={EAI}, proceedings_a={ICBLP}, year={2020}, month={2}, keywords={cognitive; integral; field independent conflict}, doi={10.4108/eai.16-10-2019.163229} }
- Sutopo Sutopo
Akbar Sutawidjaja
Cholis Sa'dijah
I Nengah Parta
Year: 2020
Cognitive Conflict of IAIN Tulungagung Students with Independent Cognitive Style in Solving Integral Problems
ICBLP
EAI
DOI: 10.4108/eai.16-10-2019.163229
Abstract
According to Piaget's theory, when students can identify the cognitive conflict of their experience (Piaget uses the term disequilibrium), it can motivate them to try solving the problem. If the existing cognitive structure works well, the students will reach an equilibration process to explain the newly acquired knowledge when they interact to their environment. When existing cognitive structures fail to react to new information, there is cognitive conflict that causes individuals to chase reeculibration through existing cognitive structures. The individual will move up to a higher level of equilibrium development after the accommodation process is carried out. Cognitive conflict is defined as a person's awareness of a mismatch between the cognitive structure possessed and the new information they have received. Hence, it is needed to present the results of a study of the profile of cognitive conflict in mathematics education majors IAIN Tulungagung in this article, that results can be used by teachers to make appropriate improvements to the conceptualization of students.